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All Journal Desimal: Jurnal Matematika Indo-MathEdu Intellectuals Journal
Juliana, Adelia Zifa
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Education Mathematics Social Sciences

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Analisis Kesulitan Belajar Matematika Siswa Sekolah Menengah Pertama pada Era Digital Safitri, Prahesti Tirta; Syahrudin, Muhammad; Juliana, Adelia Zifa; Raharjo, Sigit
Indo-MathEdu Intellectuals Journal Vol. 6 No. 1 (2025): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v6i1.2653

Abstract

This study aims to analyze the mathematics learning difficulties of junior high school students in the digital era. This research employs a descriptive qualitative approach with 25 eighth-grade students as subjects. Data were collected through a questionnaire measuring eight indicators of mathematics learning difficulties and analyzed using descriptive qualitative analysis techniques. The results indicate that students face multidimensional difficulties, including an inability to understand basic concepts, calculation errors, and difficulties in applying formulas. Internal factors, such as low learning motivation and limited comprehension, as well as external factors, such as distractions from digital devices and a lack of variation in teaching methods, exacerbate these challenges. Although digital technology offers various conveniences, its use is often suboptimal due to students' limited ability to utilize these tools effectively.
Analisis Kesulitan Belajar Matematika Siswa Sekolah Menengah Pertama pada Era Digital Safitri, Prahesti Tirta; Syahrudin, Muhammad; Juliana, Adelia Zifa; Raharjo, Sigit
Indo-MathEdu Intellectuals Journal Vol. 6 No. 1 (2025): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v6i1.2653

Abstract

This study aims to analyze the mathematics learning difficulties of junior high school students in the digital era. This research employs a descriptive qualitative approach with 25 eighth-grade students as subjects. Data were collected through a questionnaire measuring eight indicators of mathematics learning difficulties and analyzed using descriptive qualitative analysis techniques. The results indicate that students face multidimensional difficulties, including an inability to understand basic concepts, calculation errors, and difficulties in applying formulas. Internal factors, such as low learning motivation and limited comprehension, as well as external factors, such as distractions from digital devices and a lack of variation in teaching methods, exacerbate these challenges. Although digital technology offers various conveniences, its use is often suboptimal due to students' limited ability to utilize these tools effectively.
Mathematical Literacy as a Predictor of Learning Difficulties in the Context of Deep Learning Juliana, Adelia Zifa; Sukmawati, Rika; Andriyani, Retno
Desimal: Jurnal Matematika Vol. 9 No. 2 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/

Abstract

Students’ low mathematical literacy remains a critical issue in mathematics learning because it may hinder their ability to understand contextual problems, construct mathematical models, perform procedures, and interpret solutions meaningfully. This study aimed to analyze the role of mathematical literacy as a predictor of students’ mathematics learning difficulties in the topic of Two-Variable Linear Equation Systems within the context of deep learning. A quantitative explanatory design was employed. The participants were 35 eighth-grade students from SMP Negeri 2 Sepatan, Tangerang Regency, Indonesia, selected through purposive sampling. Data were collected using a mathematical literacy essay test and a mathematics learning difficulties questionnaire. The mathematical literacy test measured three processes, namely formulating, employing, and interpreting, while the questionnaire assessed difficulties in understanding problems, performing arithmetic operations, and solving problems. The data were analyzed using descriptive statistics, assumption testing, and simple linear regression. The results showed that students’ mathematical literacy was at a moderate level, with a mean score of 20.40 out of 32. The regression analysis indicated that mathematical literacy significantly and negatively predicted mathematics learning difficulties (B = -0.742, t = -4.188, p < 0.05). The coefficient of determination showed that mathematical literacy explained 34.7% of the variance in students’ learning difficulties. These findings suggest that strengthening students’ ability to formulate, employ, and interpret mathematical ideas may reduce learning difficulties and support more meaningful mathematics learning in deep learning-oriented classrooms. The study offers preliminary evidence for targeted literacy-based algebra instruction design.
Co-Authors Andriyani, Retno Prahesti Tirta Safitri, Prahesti Tirta Sigit Raharjo Sukmawati, Rika